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The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes

Author

Listed:
  • Tricia A. Seifert
  • Benjamin Gillig
  • Jana M. Hanson
  • Ernest T. Pascarella
  • Charles F. Blaich

Abstract

Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars.

Suggested Citation

  • Tricia A. Seifert & Benjamin Gillig & Jana M. Hanson & Ernest T. Pascarella & Charles F. Blaich, 2014. "The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 531-564, July.
    • Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:531-564
    DOI: 10.1080/00221546.2014.11777339
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    Cited by:

    1. Trevion S. Henderson & Jessica O. Michel & Alex Bryan & Emily Canosa & Clara Gamalski & Kelly Jones & Jeremy Moghtader, 2022. "An Exploration of the Relationship between Sustainability-Related Involvement and Learning in Higher Education," Sustainability, MDPI, vol. 14(9), pages 1-21, May.
    2. Lu Yu & Daniel T. L. Shek & Xiaoqin Zhu, 2019. "General Education Learning Outcomes and Demographic Correlates in University Students in Hong Kong," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 14(5), pages 1165-1182, November.
    3. Young K. Kim & Linda J. Sax, 2018. "The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(8), pages 1074-1104, December.
    4. Annie M. Wofford, 2022. "The Perpetuation of Privilege: Exploring the Relationship Between Early Admissions and High-Impact Practices," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1312-1342, December.
    5. K. C. Culver & Nicholas A. Bowman & Ernest T. Pascarella, 2021. "How Students’ Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(6), pages 765-788, September.

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